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The section introduces a five-phase implementation framework that districts and school leaders can adopt or adapt, emphasizing shared leadership, collective inquiry, and an improvement cycle rather than a one-time checklist. It describes how leaders use local strengths, multiple data sources, and continuous reflection to initiate, design, unify, implement and monitor, then sustain and refine numeracy teaching and learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/illinois-comprehensive-numeracy-plan-section-03-goal-3-leaders-framework-for-effective-leadership-systems-of-support-and-implementation-considerations/536025/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/illinois-comprehensive-numeracy-plan-section-03-goal-3-leaders-framework-for-effective-leadership-systems-of-support-and-implementation-considerations/536025.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of Goal 3 in the plan?","Question",{"text":112,"@type":113},"Goal 3 guides leaders to build a culture of numeracy using targeted professional learning and instructional support grounded in data. It emphasizes strengthening numeracy through coherent implementation and student access to high-quality grade-level learning experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the local numeracy plan support districts beyond replacing existing work?",{"text":117,"@type":113},"The local numeracy plan is a living framework aligned with and extending existing improvement and strategic planning efforts. It is not implemented in isolation and is treated as a high-leverage component of broader equity, instructional coherence, and student learning goals.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the five phases in the implementation framework?",{"text":121,"@type":113},"The framework includes Phase 1: Initiate, Phase 2: Design, Phase 3: Unify, Phase 4: Implement and Monitor, and Phase 5: Sustain & Refine. 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Local Framework  \n2. The Improvement Cycle  \n3. Phase 1: Initiate  \n5. Phase 3: Unify  \n6. Phase 4: Implement and Monitor  \n7. Phase 5: Sustain and Refine  \n4. Phase 2: Design  \nIllinois Comprehensive Numeracy Plan • 148  \nSection Overview  \nThis section provides a five-phase implementation framework to support districts and school leaders in developing and implementing a local plan to improve numeracy teaching and learning. ISBE strongly encourages every district and school to develop a local numeracy plan aligned to this guidance. Districts may adopt this framework directly or adapt it within their local context.  \nLocal Framework  \nA local numeracy plan is a living framework developed through shared leadership and collective inquiry to strengthen mathematics teaching and learning for all students. It aligns with and extends existing district improvement and strategic planning efforts rather than replacing them. Numeracy should be treated as a high leverage component of the district’s broader goals for equity, instructional coherence, and student learning, and is not implemented in isolation.  \nDistricts may enter the numeracy improvement framework at different phases based on their current implementation status. The phases are not a linear checklist to be completed once but a continuous improvement cycle that districts revisit as conditions evolve. Reflection questions at the beginning of each phase are intended to support districts in identifying appropriate entry points and next steps.  \nA local numeracy plan should reflect the district’s current strengths, opportunities, and priorities, informed by multiple data sources, shared ownership, and ongoing improvement cycles already in place. A local plan does not signal fault or deficiency but represents a shared commitment to equity, evidencebased practice, and sustained professional learning while honoring existing initiatives and progress.  \nAs student needs and contextual factors change, the plan should be refined through ongoing reflection, data use, and collaboration with educators, students, families, and community partners. Numeracy improvement is understood as an iterative, integrated process grounded in collective responsibility, trust, and coherence across initiatives, and driven by the belief that all students are capable mathematicians and all educators are valued contributors to this work.  \nThe Improvement Cycle  \nImproving student outcomes in mathematics requires intentional, systemwide leadership grounded in equity from the very beginning of the work. Building and district leaders play a critical role in strengthening numeracy instruction through establishing a clear vision, supporting coherent implementation, and ensuring that all students have access to high-quality grade-level learning experiences.1 Leaders must approach mathematics improvement as an ongoing cycle of reflection, collaboration, and refinement to create the necessary structures and supports to improve numeracy rather than a one-time plan that promises a quick fix.2 The creation of a local numeracy plan requires leaders to draw continuously on data and consistently engage educational partners to ensure shared ownership to increase achievement.3  \nIn this section, leaders and teachers are specifically mentioned to delineate educator roles more clearly. To support districts and schools in systematically improving mathematics outcomes, five interconnected phases have been identified to guide planning, implementation, and continuous impr","cbCaiabvbDUFA01K","https://ap.wps.com/l/cbCaiabvbDUFA01K","pdf",3206136,29,"English","# Section Overview\n# Local Framework\n## Improvement Cycle\n# Phase 1: Initiate\n# Phase 2: Design\n# Phase 3: Unify\n# Phase 4: Implement and Monitor\n# Phase 5: Sustain & Refine","[{\"question\":\"What is the purpose of Goal 3 in the plan?\",\"answer\":\"Goal 3 guides leaders to build a culture of numeracy using targeted professional learning and instructional support grounded in data. It emphasizes strengthening numeracy through coherent implementation and student access to high-quality grade-level learning experiences.\"},{\"question\":\"How does the local numeracy plan support districts beyond replacing existing work?\",\"answer\":\"The local numeracy plan is a living framework aligned with and extending existing improvement and strategic planning efforts. It is not implemented in isolation and is treated as a high-leverage component of broader equity, instructional coherence, and student learning goals.\"},{\"question\":\"What are the five phases in the implementation framework?\",\"answer\":\"The framework includes Phase 1: Initiate, Phase 2: Design, Phase 3: Unify, Phase 4: Implement and Monitor, and Phase 5: Sustain \\u0026 Refine. Each phase includes actions such as analyzing data, building shared ownership, implementing evidence-based practices, monitoring real-time student data, and refining structures over time.\"}]","Illinois Comprehensive Numeracy Plan - Section 03 - Goal 3 Leaders - Framework for Effective Leadership, Systems of Support, and Implementation Considerations | PDF",1791601626,73]